ERIC Number: EJ1009064
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-2194
EISSN: N/A
A Number Sense Intervention for Low-Income Kindergartners at Risk for Mathematics Difficulties
Dyson, Nancy I.; Jordan, Nancy C.; Glutting, Joseph
Journal of Learning Disabilities, v46 n2 p166-181 Mar-Apr 2013
Early number sense is a strong predictor of later success in school mathematics. A disproportionate number of children from low-income families come to first grade with weak number competencies, leaving them at risk for a cycle of failure. The present study examined the effects of an 8-week number sense intervention to develop number competencies of low-income kindergartners ("N" = 121). The intervention purposefully targeted whole number concepts related to counting, comparing, and manipulating sets. Children were randomly assigned to either a number sense intervention or a business as usual contrast group. The intervention was carried out in small-group, 30-min sessions, 3 days per week, for a total of 24 sessions. Controlling for number sense at pretest, the intervention group made meaningful gains relative to the control group at immediate as well delayed posttest on a measure of early numeracy. Intervention children also performed better than controls on a standardized test of mathematics calculation at immediate posttest. (Contains 5 tables, 2 figures, and 1 note.)
Descriptors: Kindergarten, Low Income Groups, At Risk Students, Intervention, Number Concepts, Mathematics Instruction, Pretests Posttests, Young Children, Small Group Instruction, Urban Schools, Numeracy
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Early Childhood Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/77957
IES Cited: ED544376